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This study explores the factors influencing the transfer of learning among teachers after health simulation training. To address this objective we conducted a comprehensive study with a mixed-methods approach, which consists of a quantitative and qualitative study.The quantitative analysis (p value = 0.1) shows that the transfer of learning is influenced by peer support with a regression coefficient of (0.483) the feeling of self-efficacy (0.441) the preparation before the training (0.257) and finally the motivation with a coefficient of 0.192.The qualitative analysis highlights that the transfer of learning is influenced by other emerging factors. In particular, facilitating factors related to training such as behavioral modeling. While the factors limiting transfer are the absence of a simulation center at the institution, the non-institutionalization of simulation in the descriptions, let us add the problem of follow-up or post-training accompaniment and the lack of institutional recognition.
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